A Docência em Serviço Social : formação profissional, condições de trabalho e desafios nas IES de Boa Vista-RR

Abstract

Teaching in Social Work is a private assignment of the social worker provided for in art. 5 of Law 8,662 / 93 that regulates the profession in Brazil and, therefore, is a work space in which many professionals are inserted. However, this area of activity is little debated in undergraduate / postgraduate student training, which ends up imposing certain limits on the teaching profession by social workers, which is why this work proposes to analyze the teaching work, the conditions of work and the challenges of teaching in Social Work in Teaching Institutions of Boa Vista - RR. In order to achieve the general objective, the following specific objectives were outlined: to discuss teaching in Social Work as a private assignment of the social worker, to identify the challenges of training in Social Work and in particular to work in teaching, to know the working conditions of the assistant teacher at the IES of Boa Vista-RR. The methodological approach used was quantitative quantitative, with the development of a research of an explanatory nature. The main technique used was the interview, having as a working tool the semistructured form applied to the teachers of two Social Service courses, one private and another public. It was found that all teachers have an understanding of the private assignments of the social worker and that teaching is one of them. The need to discuss graduation in teaching as a private assignment of the social worker was considered by most of the teachers interviewed. For teachers, teaching can occur both in a specific discipline and in the other moments that make up this training, such as extension and supervised training. The main strategies and / or spaces that teachers consider important to privilege the discussion of private assignments and, mainly, the exercise of teaching are monitored and supervised. The research revealed that teachers take work home in order to be able to fully fulfill their duties and still assume administrative functions in institutions. The intensification of the teaching work is perceived in the increase of the number of students in the classes taught by the teachers, as well as by the requirement in the fulfillment of the goals without being paid for it. The intensification of the teaching work is not perceived by all the teachers interviewed, which weakens the resistance movement against the business logic in higher education.